Exploring the factors affecting career progression in informal faculty mentoring sessions within mentor and mentee relationships: a qualitative study.

BACKGROUND: Mentoring plays a pivotal role in mentees' professional advancement. However, the factors that affect career progression in informal mentoring relationships, especially with respect to faculty members, have not been extensively explored. This study aimed to explore the factors that affect career progression in informal faculty mentorings within mentor and mentee relationships. METHODOLOGY: A Qualitative Exploratory Study was designed and conducted from May to October 2023. Faculty members with informal mentoring relationships were recruited through purposive sampling. Seven faculty mentors and eight faculty mentees from various institutions participated in the study. Semi-structured interviews were used to collect data, which were audio-recorded and verbatim transcribed. The transcripts were then analysed using NVivo Software and coded. Braun and Clark's framework was used for the thematic analysis. The study adhered to the COREQ (Consolidated Criteria for Reporting Qualitative Research) checklist to ensure comprehensive and transparent reporting of the qualitative research process. RESULTS: A total of 76 codes emerged which were classified into six themes: (1) an ideal mentee, (2) an ideal mentor, (3) factors promoting the relationship, (4) the role of gender, (5) factors deteriorating the relationship, (6) overcoming barriers / trust-building strategies. Within each theme, mentor-mentee needs and behaviours were identified, which could lead to positive or deteriorating outcomes. CONCLUSION: Factors affecting career progression in informal faculty mentoring sessions include mentees' positive mindset, internal motivation and clarity of vision, mentors' skills, reputation, and role modelling. Effective communication, trust, respect, and clear goals are also essential. Challenges, such as busy schedules, cross-gender mentoring, and societal biases, affect these relationships. Overcoming these barriers involves sharing experiences, psychosocial support, empathy, active listening, and feedback.

Academic Career Exploration: Learner Opportunities Through the Office of Faculty Affairs.

Introduction: Early exposure to medical school offices can help to facilitate interest in academic medicine and senior leadership positions. This workshop provides an overview of the roles, responsibilities, and activities within the Office of Faculty Affairs (OFA) and highlights opportunities for trainee engagement and leadership. Methods: The Kern model was applied in the design of a 60-minute interactive module for medical students. The module consisted of a didactic portion overviewing OFA roles and responsibilities. Learners were engaged through reflection exercises and case discussions on how trainees could develop competencies through engagement with the OFA, including contributing to faculty grievance and promotion processes. A summary sheet was created to explicitly describe faculty leadership competencies potentially developed by medical students through faculty affairs-related activities. Results: The module was presented at five conferences, and 45 participants responded to the workshop evaluation forms. A comparison of pre- and postworkshop responses showed a statistically significant increase in perceived knowledge in identifying leadership opportunities for trainees to become engaged through the OFA and in listing skills that are important for an OFA dean. Discussion: Medical trainees not only can benefit from gaining awareness of opportunities for engagement through the OFA but also have the ability to gain foundational skills and competencies to eventually serve as OFA leaders. This workshop provides an early exposure to the OFA for trainees and an opportunity to realize a potential career in academic medicine beyond the faculty role.

Navigating protean career paths in medical education: insights from outstanding medical educators in South Korea.

BACKGROUND: This study explored the career development experiences of Korean medical educators who have forged their paths amid dynamic medical education landscapes. Additionally, it explored their career development process by introducing a protean career theoretical framework, that is, an individual-led career development theory. METHODS: This study employed Interpretative Phenomenological Analysis (IPA) to gather in-depth insights regarding the experiences of medical educators who have successfully built their careers in Korea. Semi-structured interviews were conducted with nine medical educators to investigate the significance of these experiences. The emerging themes were categorised based on the protean career theory during data analysis. RESULTS: The findings revealed that medical educators navigated their careers in line with the protean career development model, characterised by protean career orientation, process and outcomes. Their experiences in the medical education domain were aligned with eight factors of the protean career model - self-direction, intrinsic work values, awareness, adaptability, agency, subjective career success, objective career success and organisational commitment. CONCLUSION: In the context of less structured career pathways and a rapidly evolving regional environment, medical educators have developed individual-driven careers with self-direction and intrinsic values, formed their identities and demonstrated flexibility and proactive strategies. Hence, the protean career model successfully explains the characteristics of self-directed career development for medical educators, while emphasising the need for organisational support.

Gender Equity Perceptions Among Social and Administrative Sciences Pharmacy Faculty: An AACP-APhA Task Force Report.

OBJECTIVE: The American Association of Colleges of Pharmacy's Social and Administrative Sciences Section and the American Pharmacists Association-Academy of Pharmaceutical Research and Science's Economic, Social and Administrative Sciences Section formed a Gender Equity Task Force to determine if there is evidence to suggest that there is gender disparity in pay; responsibilities; treatment by peers/colleagues, students, and administration; leadership opportunities; and rank, tenure status, and career advancement for Section members; and to develop recommendations to address existing disparities. METHODS: A Qualtrics survey was emailed in December 2020 to all American Association of Colleges of Pharmacy's Social and Administrative Sciences and American Pharmacists Association-Academy of Pharmaceutical Research and Science's Economic, Social and Administrative Sciences Section members. The questionnaire included items regarding favorability toward men or women in various academic domains (research, teaching, service, recruitment, mentoring, and advancement). Participants were asked if they had experienced gender inequity, and if so, at what type of institution and academic rank. The χ2 tests of independence and post hoc comparisons were used to assess item responses according to gender. RESULTS: Of the respondents, 72% indicated that they had experienced gender inequity. Women and persons of color were more likely to do so. Women commonly reported that men received more favorable treatment in nearly all academic domains, whereas men reported that women and men were treated equally. CONCLUSION: Pharmacy faculty specializing in social and administrative sciences reported experiences of gender inequity and perceptions of gender inequity. Perception gaps existed between male and female faculty in numerous academic domains. Colleges and schools of pharmacy should increase awareness of, and strive to self-assess, gender inequity in their institutions.

Best Fit for Nurse Advancement: Breaking Down Barriers to Career Progression.

The retention of experienced nurses is a challenge for healthcare organizations in the current employment landscape. One retention tactic is to aid in their professional development. This article describes a program "Best Fit for Nurse Advancement" that provides dedicated time, resources, and support to explore career advancement pathways by breaking organizational progressional barriers. Results have shown retention within the organization, career role advancement, and positive program feedback.

Dental Nursing in implant dentistry: a skillset apart and how to get there.

The role of the dental nurse is fundamental in the provision of implant treatment, both from a surgical and restorative aspect. While the restoration of an implant can be largely based on the foundation knowledge of restorative dentistry, the surgical stages require a unique skillset. This article aims to highlight the benefits of undertaking further training for the dental nurse in providing surgical support, the skillset needed, and the pathways for achieving career progression.

The perilous path: reimagining promotion and tenure in African academia.

The current scientific publication architecture and business models are structured to privilege high-impact Western journals. This has been perpetuated in academia and by funding agencies, where a researcher´s value is often measured by the number of publications and where these papers are published. However, the current system renders journals from low- and middle-income countries, including African journals, largely invisible. Indeed, it is important to answer the fundamental question of why we conduct research. Most would argue that research is only ethically grounded if its core purpose is to create impact and improve lives. There is compelling evidence that the time lag from evidence generation to translation into policy is about 17 years. There is no evidence that publishing in a high-impact journal is more likely to create an impact. Indeed, the move by many universities away from using the impact factor as a measure of academic value is increasingly welcomed. It has become critical to redefine and restructure academic merit. In this essay, we will explore the Afro-centric dimensions of the publish-or-perish rhetoric and its impact on tenure in African academia. We argue that context-relevant and alternative metrics are needed to redefine academic merit, as well as the intentionality of African governments and universities to invest in, trust, and value their own journals as non-negotiables in giving African journals the visibility and trust they deserve. We present an African Population and Health Research Centre (APHRC) approach, supported by the Gates Foundation, intentional in decolonizing the global publication space, and clearly aligns with its mission of improving lives in Africa through research.

Doctor of Nursing Practice-prepared academics: Promotion and tenure-eligible?

ABSTRACT: Since the Doctor of Nursing Practice (DNP) was implemented, there has been ongoing discussion about whether or not DNP-prepared faculty are eligible for promotion and tenure. This column updates that discussion through input from two DNP-prepared faculty key informants.

[Supporting career development of female physicians and researchers].

The proportion of female doctors among younger generations has increased in recent years, and support for reemployment after childbirth and childcare leave is important for maintaining stability of local healthcare. We conducted a questionnaire with doctors in the Department of Pediatrics at Ehime University School of Medicine and it's affiliated hospitals to identify issues in the career development of female doctors. Although many female physicians want to pursue career development by obtaining subspecialty qualifications and PhD degrees, a high percentage have not actually obtained them. This is not only due to interruptions in work caused by childbirth and childcare but also because they are busy with housework, childcare, and daily work, and lack sufficient information about career development. In this regard, it appears that beyond improving work-life balance, female doctors must always keep in mind their career design and future goals, as well as their social mission as a physician. For administrators of these departments, acceptance of diversity, providing adequate support for female physicians to return to work after maternity/childcare leave, and balancing childcare and work are important for expanding female doctors' opportunities and career development.

The Contribution of Postprofessional Doctorates to the Career Development of Healthcare Workers: A Scoping Review.

INTRODUCTION: Doctorate education and implications for career trajectory for postprofessional healthcare workers like physician assistants/associates (PAs) remain under¬studied. PURPOSE: This scoping review identified findings from existing literature on the contribution of postprofessional doctorate (PPD) degrees to the career development of non-entry-level healthcare workers to inform the con¬temporary emergence of PA-specific doctorate programs in the United States. METHODS: The research followed the Joanna Briggs Institute methodology and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) extension for scoping reviews. Eligible sources examined career advancement outcomes, curriculum, and terminal projects of PPD degree programs for postprofessional healthcare workers. Empirical studies, literature reviews, and commentaries were included. Multiple relevant databases, Google, and Google Scholar were searched. Citation chaining and hand searching of relevant journals were also completed. Screening and data extraction were conducted using Covidence. RESULTS: Among 1,605 sources identified, 24 met eligibility criteria. Most sources examined the Doctor of Nursing Practice and referenced clinical acumen, professional visibility, scholarly capability, leadership readiness, teaching preparation, and self-confidence. CONCLUSION: Findings about PA PPD degrees were limited. Sources exploring other professions demonstrated career development and educational outcomes, making assessment of results challenging. Future research should delineate critical competencies required for doctor¬ate-prepared PAs.

Exploring early- and mid-career academic work wellbeing challenges through a diversity and inclusion lens.

BACKGROUND: Early- to mid-career academics (EMCAs) represent a core component of the Australian higher education workforce. These academics experience major challenges to their wellbeing, driving a strong desire to leave academia. OBJECTIVES: Determine (1) EMCA awareness of, and engagement with, previous University- and Faculty-level diversity and inclusion events/initiatives and (2) opportunities and solutions to address previously reported diversity and inclusion issues experienced in the workplace. METHODS: 114 EMCAs in medicine, dentistry and health sciences completed an electronic cross-sectional survey. The survey contained a list of University- and Faculty-provided diversity and inclusion initiatives and sought respondent ratings of interest, awareness (knowing/hearing about) and engagement (attending/applying/participating). Two in-person focus groups comprising participants who opted in during the survey or who responded to broader advertising were conducted. Both groups explored opportunities and solutions to address diversity and inclusion issues reported in an earlier organisation-wide survey. RESULTS: Whilst early- and mid-career academics reported high interest in diversity and inclusion events, they also reported limited awareness and engagement with these events, feeling unsupported to engage or perceiving consequences for workload. Focus groups identified five themes related to opportunities and solutions to address diversity and inclusion issues experienced in the workplace (1) enhanced relational support for career progression, (2) clear and transparent processes for efficient working, (3) reducing structural barriers to create opportunity, (4) improved financial renumeration, and (5) improved transitions and pathways. CONCLUSION: Early- and mid-career academics often felt unable to engage with activities outside of their immediate work responsibilities, such as events about diversity and inclusion, due to feelings of high workload. A systems approach to deploying targeted strategies to address these wellbeing challenges is recommended to sustain and retain this critical workforce.

Bias Perpetuates Bias: ChatGPT Learns Gender Inequities in Academic Surgery Promotions.

OBJECTIVE: Gender inequities persist in academic surgery with implicit bias impacting hiring and promotion at all levels. We hypothesized that creating letters of recommendation for both female and male candidates for academic promotion in surgery using an AI platform, ChatGPT, would elucidate the entrained gender biases already present in the promotion process. DESIGN: Using ChatGPT, we generated 6 letters of recommendation for "a phenomenal surgeon applying for job promotion to associate professor position", specifying "female" or "male" before surgeon in the prompt. We compared 3 "female" letters to 3 "male" letters for differences in length, language, and tone. RESULTS: The letters written for females averaged 298 words compared to 314 for males. Female letters more frequently referred to "compassion", "empathy", and "inclusivity"; whereas male letters referred to "respect", "reputation", and "skill". CONCLUSIONS: These findings highlight the gender bias present in promotion letters generated by ChatGPT, reiterating existing literature regarding real letters of recommendation in academic surgery. Our study suggests that surgeons should use AI tools, such as ChatGPT, with caution when writing LORs for academic surgery faculty promotion.

Success stories: exploring perceptions of former fellows of a global faculty development program for health professions educators.

BACKGROUND: Faculty development programs (FDPs) in health professions education (HPE) are instrumental in supporting, promoting, and improving HPE curricula and activities that target individual- and system-level capacity strengthening. FAIMER, a division of Intealth, has been offering FDPs for global health professions educators in HPE and leadership for over two decades through the International FAIMER Institute in the USA and FAIMER Regional Institutes located globally. This paper explores perceptions of former program participants (Fellows) of FAIMER global FDPs by eliciting their success stories. METHODS: The study utilized a modified Success Case Method approach. Study participants recruited were 14 FAIMER Fellows nominated as exemplars of success cases by program directors and faculty members from seven global sites, using extreme case sampling technique. Of the 14 Fellows, two were from Africa, nine from Asia and three from Latin America. In-depth interviews were conducted with each Fellow to understand their self-perceived success, and factors from both their local context and FAIMER's FDPs that have contributed to their success. Theoretical thematic analysis method was used to analyze the data. RESULTS: The top three areas of success perceived by Fellows were career advancement & recognition, professional development, and advancement of HPE. Fellows identified both institutional-level factors and personal attributes as contributing to their success. They also reported that FAIMER global FDPs have substantially contributed to their success by expanding professional networks, fostering academic achievement, and enhancing interpersonal development and leadership skills. CONCLUSIONS: The findings show that Fellows perceive that there are multiple pathways for them to succeed in advancing the field of HPE. The Fellows' stories highlight the continuing value of FAIMER global FDPs for HPE educators worldwide in professional development and leadership. The study also proposes recommendations for enhancing faculty development activities in HPE.

Impact of Health Informatics Analyst Education on Job Role, Career Transition, and Skill Development: Survey Study.

Background: Professionals with expertise in health informatics play a crucial role in the digital health sector. Despite efforts to train experts in this field, the specific impact of such training, especially for individuals from diverse academic backgrounds, remains undetermined. Objective: This study therefore aims to evaluate the effectiveness of an intensive health informatics training program on graduates with respect to their job roles, transitions, and competencies and to provide insights for curriculum design and future research. Methods: A survey was conducted among 206 students who completed the Advanced Health Informatics Analyst program between 2018 and 2022. The questionnaire comprised four categories: (1) general information about the respondent, (2) changes before and after program completion, (3) the impact of the program on professional practice, and (4) continuing education requirements. Results: The study received 161 (78.2%) responses from the 206 students. Graduates of the program had diverse academic backgrounds and consequently undertook various informatics tasks after their training. Most graduates (117/161, 72.7%) are now involved in tasks such as data preprocessing, visualizing results for better understanding, and report writing for data processing and analysis. Program participation significantly improved job performance (P=.03), especially for those with a master's degree or higher (odds ratio 2.74, 95% CI 1.08-6.95) and those from regions other than Seoul or Gyeonggi-do (odds ratio 10.95, 95% CI 1.08-6.95). A substantial number of respondents indicated that the training had a substantial influence on their career transitions, primarily by providing a better understanding of job roles and generating intrinsic interest in the field. Conclusions: The integrated practical education program was effective in addressing the diverse needs of trainees from various fields, enhancing their capabilities, and preparing them for the evolving industry demands. This study emphasizes the value of providing specialized training in health informatics for graduates regardless of their discipline.

Navigating the transition to Principal Investigator.

As the result of many years of training, becoming a Principal Investigator (PI) is an exciting but also stressful and intimidating career transition step. While navigating this transition we quickly find out that the skills we have crafted throughout our scientific training do not necessarily cover those required to successfully run a research group. Although there is not a common path to ensure success for all new PIs, many of us encounter similar hurdles. The aim of this article is to reflect on my recent experience and mistakes 2 years after initiating this transition, in the hope of highlighting some key aspects that may be beneficial for future new PIs.

Factors influencing faculty job satisfaction: A quantitative study of private medical colleges in Karachi.

OBJECTIVE: To identify key factors influencing academic job satisfaction among faculty members of private medical colleges in an urban setting. METHODS: The cross-sectional, quantitative study was conducted from October to November 2021 at the Department of Community Health Sciences, Fazaia Ruth Pfau Medical College, Karachi, and comprised faculty members associated with 13 private medical colleges in Karachi. Data was collected using a 32-item questionnaire that was scored on a 5-point Likert scale. Key predictors of job satisfaction were identified and evaluated. Data was analysed using SPSS version 23. RESULTS: Of the 200 subjects surveyed, 106(52.7%) were males. The overall mean age was 29.4±5.2 years. There were 145(72.5%) respondents who were married, 106(53%) had employed spouses, 102(51%) were either professors or associate professors, and 93(46.5%) had professional experience of 1-5 years. Three principal factors were identified; career growth opportunities, working conditions and compensatory packages (p<0.001). The lowest mean satisfaction score was observed for compensatory packages (1.74±0.84), followed by working conditions (2.28±1.41) and career growth (2.38±1.39). CONCLUSIONS: Improving compensatory packages, working conditions and career growth opportunities were found to be crucial for enhancing job satisfaction among faculty members in Karachi-based private medical colleges.